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Wyświetlanie 1-15 z 202
Tytuł:
“The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language
Autorzy:
Bogdanowicz, Katarzyna M.
Bogdanowicz, Marta
Powiązania:
https://bibliotekanauki.pl/articles/430672.pdf
Data publikacji:
2016-09-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
risk of dyslexia
development’s support
prevention
therapy
early second language acquisition
English
Opis:
Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.
Źródło:
Polish Psychological Bulletin; 2016, 47, 3; 265-269
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
4th generation technologies as language supporting tools used by English-language teachers. Applications review
Autorzy:
Łuszcz, Małgorzata Anna
Powiązania:
https://bibliotekanauki.pl/articles/1075692.pdf
Data publikacji:
2019
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
4th generation technologies
English as a second or foreign language
applications for English teaching
tools supporting English teaching
Opis:
This work aims to present the usefulness of mobile applications in the language education process. The subject of research has been applications recommended by the British Council and online dictionaries, available in the form of a mobile app. The analysed solutions are free applications such as the Oxford Dictionary or Johny Grammar Word Challenge with the LearnEnglish series. Developing language skills and competencies in English lessons in Polish schools can be done using a variety of applications, both paid and free. Each app offers various forms of foreign language improvement, and the vast majority provide English-Polish translations, including explanations of how to define a specific word. The work was divided into three principal sections: reading and writing applications, online dictionaries and applications developing the ability to use English using the method of learning through play. The assumption of the analysis is the selection of apps available for mobile devices that support the process of teaching English during classes. The analysed solutions are tested both concerning functionality and usability as well as regarding the attractiveness of use. The primary interest in this work is Oxford and Johny Grammar, one of the applications recommended by the British Council to support the education process, which is at the same time the foundation of sustainable development, maintained as an integral part.
Źródło:
World Scientific News; 2019, 119; 97-110
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A critical review of research on strategies in learning Chinese as both a second and foreign language
Autorzy:
Jiang, Xiaoli
Cohen, Andrew
Powiązania:
https://bibliotekanauki.pl/articles/780751.pdf
Data publikacji:
2012-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
strategy research
learning Chinese
second language
foreign language
Opis:
This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese- and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 1; 9-43
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A QUANTITATIVE STUDY OF THE PERCEIVED IMPACT OF SOCIAL MEDIA NETWORKS ON BAHRAINI USERS’ ENGLISH LANGUAGE LEARNING
Autorzy:
Al Jahromi, Diana
Powiązania:
https://bibliotekanauki.pl/articles/955954.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
social media
perceptions
language education
English as a second language
Bahrain
Opis:
The various facets and networks of social media have had significantly phenomenal influence on the individual life and on the societal, economic, and political status of their users. The linguistic discourse of interlocutors on social media has also been influenced. The current study aims at measuring how the English language learning process of non-native Bahrainis has been affected by the use of social media. To explore such effects, a quantitative methodological measure was used in the form of an online questionnaire administered to a random sample of L2 Bahrainis. Responses from 330 respondents from different age groups and gender types were analysed using measures of central tendency and other statistical measures such as t-tests and ANOVA using SPSS. Findings have revealed that the utilization of social media has been perceived to have positively impacted interlocutors’ lexical variation, writing style, reading skills, and communication skills. These findings were subjective to variables related to gender, age, and the multimodality of particular social media facets. Accordingly, some significant implications and recommendations are drawn, the most important of which is the provision of mechanisms to ensure the effective utilisation and employment of social media in the pedagogical practices in L2 contexts.
Źródło:
Teaching English with Technology; 2020, 20, 4; 23-40
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Tree in Her Backyard... Literary-aesthetic Classroom Settings during Second Language Acquisition with Picturebooks
Autorzy:
Schulz, Farriba
Powiązania:
https://bibliotekanauki.pl/articles/2031249.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
second language acquisition
picturebook
reader response
literary-aesthetic learning
visual literacy
Opis:
Picturebooks are an essential tool in early literacy programs to foster first language acquisition. Hence, supporting second language acquisition through pictures seems obvious. Using symbolic and iconic features to produce meaning not only links to visual literacy, but also to the stimulation of students’ imagination. Interactions with pictures can become a key factor to reveal students’ mental processes and the role of the learners’ first language experiences. This paper focuses on the possibilities for second language acquisition that exist and how they foster visual literacy in primary school classrooms. The insights here outlined are based on a classroom project with primary school students with refugee backgrounds. The project design was based on the picturebook Seasons by Blexbolex, which offers various associations linked to spring, summer, fall and winter. In the book each season is represented by a series of images, captioned with one single word. Since the illustrator sums up the circle of life in the name of childhood, the classroom project aimed at collecting individual anecdotes from the students. During the lessons diverse learning activities were created, not only to get the students to aesthetically engage with the picturebook, but also to focus on their usefulness as a scaffolding context for language learning.
Źródło:
Filoteknos; 2020, 10; 383-397
2657-4810
Pojawia się w:
Filoteknos
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
Autorzy:
Akbaş, Erdem
Ölçü-Dinçer, Zeynep
Powiązania:
https://bibliotekanauki.pl/articles/2051527.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammatical morpheme
second language acquisition
natural order
learner corpus
English as a foreign language
Opis:
The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Adverbial markers of modality in norwegian l1 and l2 conversations
Autorzy:
Horbowicz, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/1156902.pdf
Data publikacji:
2017-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language conversation
modality
modal adverbs
modal particles
Norwegian
spoken language
Opis:
The aim of this paper is to investigate how second language speakers of Norwegian (henceforth Norwegian L2 speakers) differ in their use of modality expressions from native speakers (L1 speakers). As modality is a very broad subject, the main focus of the study is limited to one-word modal adverbs, such as kanskje ‘maybe’, and modal particles such as jo. The study compares the frequency of using different types of modal adverbials by L1 and L2 speakers, and their syntactic position. The implications of the study are two-fold. First of all, it is to contribute to the studies of the field of modality in Norwegian. The second implication is didactic, as describing the use of modal adverbials in Norwegian conversation can help devise right teaching materials to allow second language users achieve a more native-like competence in this respect.
Źródło:
Folia Scandinavica Posnaniensia; 2017, 23; 4-24
1230-4786
2299-6885
Pojawia się w:
Folia Scandinavica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN
Autorzy:
GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA
Powiązania:
https://bibliotekanauki.pl/articles/628114.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
affective factors, motivation, English as a second language teaching
Opis:
Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affordances theory in multilingualism studies
Autorzy:
Aronin, Larissa
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/780815.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
affordances
multilingualism
second language learning
complexity
multiple language acquisition
Opis:
The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Age effects on the acquisition of nominal and verbal inflections in an instructed setting
Autorzy:
Pfenninger, Simone E.
Powiązania:
https://bibliotekanauki.pl/articles/780925.pdf
Data publikacji:
2011-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English morphology
second language learning
second language teaching
age effects
instructional setting
Opis:
This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 3; 401-420
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Akademische Musterung eines Unterprivilegierten
Autorzy:
Abraham, Werner
Powiązania:
https://bibliotekanauki.pl/articles/1316252.pdf
Data publikacji:
2017-07-25
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
German and its typology
linguistics
German as a second language
determiners in German
and Polish
aspect and aktionsart
Typologie des Deutschen
Deutsch als Fremdsprache
Determinantien im Deutschen
und Polnischen
Aspekt und Aktionsart
Opis:
Werner Abrahams Rückblick auf seine akademische Laufbahn beginnt als ältestes Kind von Dreien einer völlig unakademischen Familie. Er wurde Universitätsprofessor, Honorarprofessor und erwarb einigen internationalen Status als moderner Linguist, dies als kreativer Forscher, Verfasser und als Reihenherausgeber in den Verlagen Max Niemeyer, Gunther Narr, Stauffenburg in Tübingen und John Benjamins in Amsterdam. Er wurde an der Rijksuniversiteit Groningen mit der Akademiemedaille für seine akademische Lehre und Forschung ausgezeichnet.
Werner Abraham‘s hindsight on his academic career as coming from the first son in a totally unacademic family of three children. In his vita, he sketches his life and career as a university professor and international linguist, who never has lost his respect and love for the German language both as the medium for lyrics and his scientific writings about its intricate structure as well as its enigmatic -mystic depths. He is bearer of the medal of the Scientific Academy of the Netherlands rewarded to him at the Rijksuniversiteit of Groningen in 2000.
Źródło:
Studia Germanica Gedanensia; 2017, 37; 131-151
1230-6045
Pojawia się w:
Studia Germanica Gedanensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Algunas consideraciones sobre el aspecto en el sistema verbal del español y del polaco
Some Remarks on Aspect in Spanish and Polish Verb Systems
Rola aspektu w systemie werbalnym języka hiszpańskiego i polskiego
Autorzy:
Niestorowicz, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/1887043.pdf
Data publikacji:
2014
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
aspekt
system werbalny
akwizycja języków obcych
aspect
verb system
second language acquisition
Opis:
El objetivo del presente artículo consiste en presentar y analizar el concepto del aspecto en el sistema verbal del español y del polaco. Además, el autor pretende valorar de manera general el papel que desempeña el aspecto en el uso de las formas de los pretéritos imperfecto eindefinido en español.
The main aim of this article is to describe and analyse the concept of aspect in Spanish and Polish verb systems. The author also presents some remarks on the role of aspect in the use of the imperfect and the preterit in Spanish.
Celem niniejszego artykułu jest opis i analiza pojęcia aspektu w systemie werbalnym języka hiszpańskiego i polskiego. Ponadto autor dokonuje ogólnej oceny wpływu roli aspektu na użycie form werbalnych w opozycji temporalnej imperfecto/indefinido.
Źródło:
Roczniki Humanistyczne; 2014, 62, 5; 113-122
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary
Autorzy:
Csizer, Kata
Kontra, Edit
Piniel, Katalin
Powiązania:
https://bibliotekanauki.pl/articles/780749.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Deaf and hard-of hearing students
second language learning
second language learning motivation
Opis:
In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools  an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 229-249
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Approaches to the increasing linguistic diversity in Greek and Polish classrooms: Different contexts with similar problems
Autorzy:
Papasoulioti, Aspasia
Fountana, Maria
Szczepaniak-Kozak, Anna
Adamczak-Krysztofowicz, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/14981646.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multilingual learners in Poland
multilingual learners in Greece
Greek as a second language
Polish as a second language
language of schooling
supplementary materials for multilingual learners
Opis:
The paper discusses key educational issues related to the processes of decision-making and continuous teacher development at the level of the national (educational) authorities in Greece and Poland, regarding the urgency of the needs arising from the intensifying migration in the EU over the last two decades, and in view of the research conducted within the MaMLiSE project. The paper begins by reporting the official decisions and policies which laid the grounds for tackling the considerable linguistic variety that now characterises the school populations in each country, caused by the phenomenon of migration, and with refugee flows included. In addition, country-specific methods and resources used to produce educational materials for pupils from a migration background are presented. Finally, the available educational materials and their suitability to the specificity of each country’s current educational conditions are discussed. The concluding remarks are that a strong need is currently emerging for 1) nominating key-points in the pre- and in-service training of teachers with regard to multilingual classroom management, intercultural awareness and language sensitive subject teaching, 2) extrapolating common features necessary for the production of educational material (e.g. adaptability to new conditions, ease and flexibility of use in class, allowing translanguaging practices), and 3) negotiating shared educational principles (e.g. assessment framework, constructive use of language heritages at schools).
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 161-189
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Are Females Better Than Males In Communication In Second Language?
Autorzy:
RUDZINSKA, IEVA
Powiązania:
https://bibliotekanauki.pl/articles/628116.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second language, English for speci c purposes (ESP), gender differences in language learning, higher education
Opis:
Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).
Źródło:
Journal of Education Culture and Society; 2013, 4, 2; 148-154
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
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